Classroom management for secondary teachers:
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston
Allyn and Bacon
[2003]
|
| Edition: | Sixth edition |
| Subjects: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032334141&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Physical Description: | xiv, 239 Seiten Illustrationen 24 cm |
| ISBN: | 0205349951 |
Staff View
MARC
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| 245 | 1 | 0 | |a Classroom management for secondary teachers |c Edmund T. Emmer (The University of Texas, Austin), Carolyn M. Evertson (Peabody College, Vanderbilt University), Murray E. Worsham (Northeast Independent School District, San Antonio, Texas) |
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Record in the Search Index
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| adam_text | CONTENTS Preface xiii 1 Organizing Your Classroom and Materials 1 Five Keys to Good Room Arrangement 2 Suggestions for Arranging Your Classroom Bulletin Boards and Walls 3 Floor Space 4 Storage Space and Supplies 9 If You Have to “Float” 11 Further Reading 12 Suggested Activities 14 Checklist 1: Room Preparation 2 Choosing Rules and Procedures 3 15 16 Preliminary Considerations 17 Definition of Terms 18 Identifying School Rules and Procedures 19 Planning Your Classroom Rules 20 Student Participation in Rule Setting 22 Consequences for Rule Violations 23 Planning Classroom Procedures 24 General Procedures 24 Beginning-of-Period Procedures 24 Use of Materials and Equipment 26 Ending the Period 27 Procedures During Seatwork and Teacher-Led Instruction Student Attention during Presentations 28 Student Participation 28 Procedures for Seatwork 29 Procedures for Student Group Work 30 Use of Materials and Supplies 31 Assignment of Students to Groups 32 Student Goals and Participation 32 Cooperative Learning 32 28 v
vî Contents Miscellaneous Procedures 33 Signals 33 Public Address (PA) Announcements and Other Interruptions 33 Special Equipment and Materials 33 Fire and Disaster Drills 34 Split Lunch Period 34 Further Reading 34 Suggested Activities 34 Case Study 2.1: Rules and Procedures in an Eighth-Grade Class 35 Case Study 2.2: Procedures for Small-Group Work/Laboratory Activities 36 Checklist 2: Rules and Procedures 38 3 Managing Student Work 40 Your Grading System and Record Keeping Feedback and Monitoring Procedures 45 Monitoring Student Work in Progress Long-Range Monitoring 47 42 46 Communicating Assignments and Work Requirements Instructions for Assignments 47 Standards for Form, Neatness, and Due Dates 48 Procedures for Absent Students 49 Further Reading 49 Suggested Activities 50 Case Study 3.1: An Accountability System in an English Class 50 Case Study 3.2: Managing Student Work in a Math Class 51 Case Study 3.3: Managing Long- Term Assignments 52 Case Study 3.4: Poor Work and Study Habits in Mathematics 53 Checklist 3: Accountability Procedures 54 4 Getting Off to a Good Start 56 Perspectives on the Beginning of the Year Planning for a Good Beginning 58 57 Procedures for Obtaining Books and Checking Them Out to Students 59 Required Paperwork 60 Class Rosters 60 Seating Assignments 60 First-Week Bell Schedule 61 47
Contents Tardiness during the First Days of Classes 61 Administrative Tasks 61 Rules 61 Course Requirements 62 A Beginning-of-Class Routine 62 Time Fillers 62 Activities on the First Day of Classes 63 Before Class Begins 63 Administrative Tasks 64 Introductions 64 Discussion of Class Rules 64 Presentation of Course Requirements 65 An Initial Content Activity 66 Ending the Period 67 The Second Day of Classes 67 After the Second Day 68 Further Reading 68 Suggested Activities 69 Case Study 4.1: Beginning the Year in a First-Year Algebra Class Using Cooperative Learning Groups 70 Case Study 4.2: Beginning the Year in a High School Biology Class 75 Case Study 4.3: Beginning the Year in a High School English Class Using Mastery Learning 77 Case Study 4.4: Conduct Problems in a History Class 85 Checklist 4: Preparation for the Beginning ofSchool 86 5 Planning and Conducting Instruction 87 Planning Classroom Activities 88 Types of Activities 89 Organizing Activities 93 Konnin’s Concepts for Managing Group Instruction Preventing Misbehavior 95 Managing Movement 97 Maintaining Group Focus 98 Transition Management 100 Instructional Management 102 Planning 102 Presenting New Content 102 Checking for Understanding 103 95 vii
viii Contents Further Reading 104 Suggested Activities 105 Case Study 5.1: Ms. Carpenter 105 Case Study 5.2: Mr. Miller 105 Case Study 5.3: Ms. Kendall 106 Case Study 5.4: Kounin Concepts 106 Case Study 5.5: A Science Lesson 107 Checklist 5: Planningfor Instruction 108 6 Managing Cooperative Learning Groups 110 Research on Cooperative Learning 112 Strategies and Routines That Support Cooperative Learning 113 Room Arrangement 113 Talk and Movement Procedures 114 Group Attention Signals . 115 Promoting Interdependence within the Group 115 Individual Accountability 116 Monitoring Student Work and Behavior 117 Interventions for Groups 118 Effective Group-Work Skills 119 Social Skills 119 Explaining Skills 120 Leadership Skills 120 Beginning the Use of Cooperative Learning Groups 121 Room Arrangement 122 Procedures and Routines 122 Forming Groups 122 Initial Group Tasks 123 Teaching Group Skills 124 Using Group and Individual Rewards 125 Further Reading 126 Suggested Activities 127 Checklist 6: Planningfor Cooperative Group Instruction 127 7 Maintaining Appropriate Student Behavior Monitoring Student Behavior Consistency 132 130 129
ix Contents Prompt Management of Inappropriate Behavior Four Ways to Manage Inappropriate Behavior 133 133 Building a Positive Climate 134 Improving Class Climate through Incentives or Rewards Grades and Other Symbols 137 Recognition 137 Activities as Rewards 138 Material Incentives 139 Caution in the Use of Rewards 139 Further Reading 141 Suggested Activities 141 Case Study 7.1: Examples ofIncentives and Rewards 8 Communication Skills for Teaching 142 145 Constructive Assertiveness 147 Empathic Responding 150 Problem Solving 154 A Note on Parent Conferences 157 Further Reading 158 Suggested Activities 158 Activity 8.1 : Developing Assertiveness Skills 158 Assertiveness Assessment Scales 160 Activity 8.2: Recognizing Listening Responses 161 Activity 8.3: Practicing Empathic Responses 162 Activity 8.4: Problem-Solving Exercises 162 Case Study 8.1: Three Dialogues 163 9 Managing Problem Behaviors What Is Problem Behavior? 167 168 Nonproblem 169 Minor Problem 169 Major Problem, but Limited in Scope and Effects Escalating or Spreading Problem 169 Goals for Managing Problem Behavior Management Strategies 170 Minor Interventions 172 Moderate Interventions 174 More Extensive Interventions 177 170 169 136
x Contents Special Problems 184 Rudeness toward the Teacher 184 Chronic Avoidance of Work 185 Fighting 186 Other Aggressive Behavior 186 Defiance or Hostility toward the Teacher 187 A Final Reminder: Think and Act Positively 187 Further Reading 188 Suggested Activities 189 10 Managing Special Groups 190 Teaching Heterogeneous Classes 191 Assessing Entering Achievement 191 Modifying Whole-Group Instruction 192 Cooperative Work Groups 194 Small-Group Instruction 195 Mastery Learning 197 Teaching Remedial Classes 198 Learner Characteristics 199 Establishing Your Management System 200 Monitoring Behavior 201 Managing Student Work 202 Planning and Presenting Instruction 202 Students with Special Needs 203 Content Mastery Classroom (CMC) 204 Inclusion 205 Students with Emotional and/or Behavioral Problems 205 Students with Serious Social Deficits, Often Diagnosed with Asperger’s Syndrome 207 Students with Attention Deficit Hyperactivity Disorder (ADHD) 208 Students Who Are Deaf or Hard-of-Hearing 209 Students Who Are Visually Impaired or Blind 211 Students Living in Extreme Poverty 212 Students with Limited English Proficiency 213 Further Reading 215 Suggested Activities 215 Case Study 10.1: Using Small Groups in English 216
Contents Case Study 10.2: An Inclusion Program in a Middle School Problem Scenarios 218 Appendix: Answer Keys for Chapter Activities 230 References Index 235 220 217 xi
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| any_adam_object | 1 |
| author | Emmer, Edmund T. Evertson, Carolyn M. 1935- Worsham, Murray E. |
| author_GND | (DE-588)144023849 (DE-588)131677039 |
| author_facet | Emmer, Edmund T. Evertson, Carolyn M. 1935- Worsham, Murray E. |
| author_role | aut aut aut |
| author_sort | Emmer, Edmund T. |
| author_variant | e t e et ete c m e cm cme m e w me mew |
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| bvnumber | BV046925017 |
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| dewey-full | 373.11024 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.11024 |
| dewey-search | 373.11024 |
| dewey-sort | 3373.11024 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Sixth edition |
| format | Book |
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| id | DE-604.BV046925017 |
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| indexdate | 2024-12-20T19:04:49Z |
| institution | BVB |
| isbn | 0205349951 |
| language | English |
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| physical | xiv, 239 Seiten Illustrationen 24 cm |
| publishDate | 2003 |
| publishDateSearch | 2003 |
| publishDateSort | 2003 |
| publisher | Allyn and Bacon |
| record_format | marc |
| spellingShingle | Emmer, Edmund T. Evertson, Carolyn M. 1935- Worsham, Murray E. Classroom management for secondary teachers Classroom management Education, Secondary Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| subject_GND | (DE-588)4078635-3 (DE-588)4187078-5 (DE-588)4077347-4 |
| title | Classroom management for secondary teachers |
| title_auth | Classroom management for secondary teachers |
| title_exact_search | Classroom management for secondary teachers |
| title_full | Classroom management for secondary teachers Edmund T. Emmer (The University of Texas, Austin), Carolyn M. Evertson (Peabody College, Vanderbilt University), Murray E. Worsham (Northeast Independent School District, San Antonio, Texas) |
| title_fullStr | Classroom management for secondary teachers Edmund T. Emmer (The University of Texas, Austin), Carolyn M. Evertson (Peabody College, Vanderbilt University), Murray E. Worsham (Northeast Independent School District, San Antonio, Texas) |
| title_full_unstemmed | Classroom management for secondary teachers Edmund T. Emmer (The University of Texas, Austin), Carolyn M. Evertson (Peabody College, Vanderbilt University), Murray E. Worsham (Northeast Independent School District, San Antonio, Texas) |
| title_short | Classroom management for secondary teachers |
| title_sort | classroom management for secondary teachers |
| topic | Classroom management Education, Secondary Unterrichtsdisziplin (DE-588)4078635-3 gnd Unterrichtsführung (DE-588)4187078-5 gnd Sekundarstufe (DE-588)4077347-4 gnd |
| topic_facet | Classroom management Education, Secondary Unterrichtsdisziplin Unterrichtsführung Sekundarstufe |
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